EASTERN UPPER PENINSULA
INTERMEDIATE SCHOOL DISTRICT
318 Armory Place, P.O. Box 883
Sault Ste. Marie, MI 49783
906 632-3373: Phone
906 632-1125: FAX
PROCESS FOR DETERMINING WHEN A STUDENT REQUIRES
PARAPROFESSIONAL SUPPORT
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Rubric to Determine Need for Special Circumstances Paraprofessional Support . . . . . . . . . . . . . . . . . . . . 3
Checklist of Existing Environmental Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5
Flowchart for Requesting Paraprofessional Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Special Circumstances Paraprofessional Support “Summary Sheet” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Paraprofessional Needs Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Adequate Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Documenting Paraprofessional Supports in the Student’s IEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The Paraprofessional’s Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
The Paraprofessional’s Daily Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Re-evaluating and Fading Paraprofessional Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Stepping Down Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-16
Techniques to Promote Independence and Fading Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Page 1 of 17
EASTERN UPPER PENINSULA
INTERMEDIATE SCHOOL DISTRICT
318 Armory Place, P.O. Box 883
Sault Ste. Marie, MI 49783
906 632-3373: Phone
906 632-1125: FAX
Process for Determining When a Student Requires
Paraprofessional Support
Paraprofessional assistance is required by some students in order for them to succeed in school. Frequently, IEP Teams are requested
to consider the need for paraprofessional support. The following process can be used by IEP Teams as guidance in making decisions
regarding paraprofessional support.
When dealing with the addition of paraprofessionals, it needs to be determined what the educational benefits are for the students.
Recent research and current practice indicates that misuse of paraprofessionals can produce among the results, students becoming
over-dependent upon adult support and segregation and isolation of the student from their peer group. (Marks et al., 1999;
Giangreco et al., 1997: Mueller, 1997).
This planning process applies to any student who requires paraprofessional support for a portion of their school day. The student’s
IEP Team should use the process annually, at least in sync with his/her annual review.
Assumptions Regarding Paraprofessionals:





They are a valuable and necessary resource for students
They are not surrogate teachers
Support services are to promote independence, no dependence
Paraprofessionals assignments should be based on the needs of the student as specified by the IEP Team or Behavior
Intervention Plan.
Alternatives to Paraprofessional Supports
Supplementary aids and services “are the tools or help that is needed to enable students with disabilities to gain benefit from their
environment with the general curriculum” (Lipsky & Gartner, 2008). There are a full range of supports that should be considered by
the student’s IEP Team (Etscheidt, 2005). These supports may include changes in the educational environment, adaptations or
modifications of the curriculum, assistive technology, behavior support plans, and the utilization of supplementary personnel to assist
the student (Lipsky & Gartner, 2008). If paraprofessional support is requested, Freschi (1999) encourages team members to first
consider alternative supports. Teams should identify what goals they hope to accomplish by assigning a paraprofessional and then
determine if these goals can be met in another fashion (Freschi, 1999; Giangreco et al., 1999).
Giangreco (2010) lists a combination of alternative options that may provide the necessary supports students need to be successful.
Teams should identify when and where supports are needed, and then consider how to provide those supports. Some possible
alternatives include:








SETT Framework-Assistive Technology
Teacher training (e.g. Peer to Peer Supports; Behavior Management)
Universal Design for Learning
Use of existing school-wide supports
The use of a paraprofessional assigned to a class rather than an individual student
Different models of delivery
Positive behavior supports (e.g. Ross Greene’s Lagging Skills)
Peer supports
Page 2 of 17
Rubric to Determine Need for Special Circumstances Paraprofessional Support
Student:
DOB:
Teacher:
Eligibility:
Date:
Program/School:
Completed by:
Title:
Mark the box that includes factors that best describe the student in each rubric category that is appropriate.
0
1
2
3
4
Health/Personal Care
General good health. No specialized
health care, procedures, or
medication taken. Independently
maintains all “age appropriate”
personal care.
Mild or occasional health concerns.
Allergies or other chronic health
conditions. No specialized health
care procedures. Medication
administration takes less than 10
minutes. Needs reminders to
complete “age appropriate” personal
care activities.
Chronic health issues, generic health
care procedures. Takes medication.
Health care intervention for 10-15
minutes daily (diet, blood sugar,
medications). Requires reminders
and additional prompts or limited
hands on assistance for washing
hands, using bathroom, wiping
mouth, shoes, buttons, zippers, etc.
Occasional toileting accidents
Specialized health care procedure
and medication. Limited mobility.
Physical limitations requiring
assistance (stander, walker, gait
trainer or wheelchair). Special food
prep or feeding. Healthy or sensory
intervention 15-45 minutes daily.
Frequent physical prompts and
direction assistance for personal
care. Requires toilet schedule,
training, direct help, diapering.
Very specialized health care
procedure requiring care by specially
trained employee (G tube,
tracheotomy, catheterization). Takes
medication, requires positioning or
bracing multiple times daily. Health
or sensory related interventions 45
minutes or more daily. Direct
assistance with most personal care.
Requires two person lift. Direct 1:1
assistance 45 minutes or more daily.
Behavior
Follows adult directions without
frequent prompts or class supervision.
Handles change and redirection. Usually
gets along with peers and adults. Seeks
out friends
Instruction
Participates fully in whole class
instruction. Stays on task during
typical instructional activities.
Follows directions with few to no
additional prompts
Has adult direction but occasionally
requires additional encouragement and
prompts. Occasional difficulty with peers
or adults. Does not always seek out
friends but plays if invited.
Participates in groups at instructional
level but may require additional
prompts, cues, or reinforcement.
Requires reminders to stay on task.
Follows directions, and to remain
engaged in learning.
Has problems following directions and
behaving appropriately. Can be managed
adequately with a classroom behavior
support plan, but unable to experience
much success without behavior support
implementation.
Serious behavior problem almost daily.
Defiant and/or prone to physical
aggression which may be harmful to self
or others. Requires a Behavior
Intervention Plan (BIP) and behavior
goals and objectives on the IEP. Requires
close visual supervision to implement
BIP.
Serious behavior problems with potential
for injury to self or others, runs away or
aggressive on a daily basis. FBA has been
completed and the student has a welldeveloped BIP that must be
implemented to allow the student to
safely attend school. Staff has been
trained in the management of assaultive
behavior.
Page 3 of 17
Cannot always participate in whole
class instruction. Requires smaller
groups and frequent verbal prompts,
cues, or reinforcement. On task
about 50% of the time with support.
Requires more verbal prompts to
follow directions. Requires signing
50-79% of the time.
Difficulty participating in large group.
Requires low student/staff ratio,
close adult proximity, and prompts
including physical assistance to stay
on task. Primarily complies only with
1:1 directions and monitoring.
Abilities and skills require
strategies/adaptations not typical for
class as a whole, such as: Discrete
Trial, ABA, Structured Teaching, PECS
or Assistive Technology. Requires
signing over 80% if the time.
Does not participate in a group
without constant 1”1 support.
Requires constant verbal and
physical prompting to stay in task
and follow directions. Regularly
requires specific 1:1 instructional
strategies to benefit from the IEP.
Cognitive abilities and skills require
significant accommodations and
modifications not typical for the class
group. Requires signing 100% of the
time.
Checklist of Existing Environmental Supports
Student:
DOB:
Eligibility:
Date:
Teacher:
Completed by:
Program/School:
Title:
A. Classroom schedule: Is there a posted classroom schedule? Yes
1.
(If “Yes,” please answer questions below)
The following elements are included in the classroom schedule:
Times
Students
Activities
2.
The schedule is:
Daily
Weekly
Staff names
3.
Picture
With physical prompts
With direct verbal prompts
Student use of the schedule:
Student carries schedule
Inconsistent
4.
(If “Yes,” please answer questions
Student ability to follow the schedule:
Independent
With indirect verbal or gestural prompts
Inconsistent
Locations
Other
B. Schedule for individual student: Is there an individual student schedule? Yes
below) No

1. Student uses the following format for individualized schedule:
Object
Icon
Photograph
Word
2.
No
Student uses transition cards
Student goes to schedule board
Teacher carried and shows the schedule
Room is arranged with structure to correlate with tasks on schedule: (Check all that apply)
Area for one-on-one work
Area for independent work
Area for group work
Area for leisure
Not applicable
C. Curriculum and Instruction:
Are the materials and activities differentiated for the student’s:
 Chronological age (describe):

Ability level (describe):

Interest level (describe):
2.
Check the curricular domains included in the student’s program:
Communications
Pre-vocational
Domestic skills
Self-care
Motor skills/Mobility
Academics
Recreation/leisure
Social skills
Other:
3.
List equipment or devices used/available that may relate to the need for Assistance. (May be low incidence equipment or
assistive technology device):
4.
Describe an activity which is challenging for the student: If appropriate, attach a sample task analysis form used for a
challenging activity with the student (see Task Analysis Data:
Page 4 of 17
D. Behavior Support:
Are there problem behavior(s) interfering with learning of self or others?
Yes (If “Yes”, please answer questions below)
No 

 Brief description of problem behavior(s):

Where behavior(s) typically occur:

When behavior(s) typically occur:
1. Student has a Positive Behavior Support Plan/Behavior Intervention Plan:
below)
No


Yes (If “Yes,” please answer questions
2. Behavior plan is based on a Functional Behavioral Analysis (FBA):
Yes
No
In the process
Need to initiate
3. How effective is the plan in addressing the student’s needs:
Very
Moderately
Mildly
Not at all
4. Describe anticipated level of support to implement plan.(i.e., frequency of reinforcement, prompting, redirection):
5. What supports exist for implementing the plan; i.e., self-monitoring, other adult:
*(Please attach Behavior Support Plan/Behavior Intervention Plan):
E. Current data systems and collection of data:
Are there current data on each IEP objective and/or behavior plan?
Yes ( If “Yes”, please answer questions below)
No

1. Data records include:
Date
Level of independence (prompting needed)
2. Data is collected:
3. Data are summarized:
Daily
Weekly
Graphed
Monthly
Task
Other:
Written narrative
Other:
*Attach sample data collection sheet: see IEP goals and objectives form
Flowchart for Requesting Paraprofessional Supports
Page 5 of 17
Level of progress




STEP 1
Referral
Packet




Completion of Rubric
Completion of Checklist of Existing Environmental Supports
Completion of Special Circumstances Paraprofessional Sheet (if applicable)
Completion of Paraprofessional Needs Matrix (if applicable)
STEP 2
Packet
Administr
ator


Referral packet is given to district administrator or designee
Administrator coordinates team meeting
STEP 3
Team
Reviews
Request




Referral packet is copied for team members to review
Pre Observation Meeting is held.
Roles are assigned
Observation schedule is completed
STEP 4
Observati
ons

Team members conduct observations
STEP 5
Team Mtg


Team recommendations are made
Team representative meets with the parent(s) to discuss team
findings/recommendations
STEP 6
IEP Team
Mtg


Team representative attends student’s IEP and presents recommendations
Final decisions regarding paraprofessional supports are made by the
IEP Team.
Page 6 of 17
Special Circumstances Paraprofessional Support
Summary Sheet
Student:
DOB:
Eligibility:
Completed by:
Date:
Teacher:
Program/School:
Title:
Check areas of intensive need that might require additional paraprofessional support:
Health/Personal Care
G-tube feeding*
Medication*
Suctioning*
Food preparation
Diaper changing
Feeding-full support
Seizures*
Lifting/Transfers
Other:
*Specialized physical health
care plan or emergency plan.
Behavior
Behavior plan
implementation or
documentation
Physically aggressive
Non-compliant in class
Non-compliant on
campus
Runs away
Self-injurious
Other:
Instruction
Unique strategies not
typical for class
Visual communication
system
Structured teaching
High levels of verbal
prompts
Assistive technology
support
Sign language
Other:
Inclusion
Instructional support
Physical
support/positioning
Safety supervision
Social support
Transitions
Recess/lunch
Other:
Areas of Need
1.
2.
3.
4.
5.
6.
7.
For each area of need in which further independence is possible, develop an IEP goal & a plan for frequent monitoring for the
purpose of fading the paraprofessional support. Other ongoing supports should be noted in the Supplementary Aids and Services
page of the IEP.
Page 7 of 17
Paraprofessional Needs Matrix:
Paraprofessional Needs Matrix:
Student Name:
Classroom Teacher:
Review Date:
Date:
School:
Paraprofessional assigned (if applicable):
Unique functional
and/or educational
needs requiring
para-pro support.
Activity or the
time of day
What can the
student do
independently?
What does
the student
need
assistance
with?
Total amount of time needed for paraprofessional support:
Page 8 of 17
What
accommodations
might permit the
student to
complete this
activity
independently?
Identify ways to
promote positive
social interaction
and/or
independence.
What will be the
specific
responsibilities of
the para-pro?
Adequate Training
Wadsworth and Knight (1996) suggest that an interdisciplinary team be established to provide initial training to paraprofessionals.
This initial training (Trautman, 2004; Wadsworth & Knight, 1996) would cover important information that all educational staff should
be aware of:
 discipline procedures/policy
 confidentiality
 medical procedures
 communication procedures
 school schedules
Orientation training should also occur within the classroom setting (Giangreco & Doyle, 2003), in areas such as:
 classroom routines and rules
 management techniques, and
 an introduction to any technology that is used within the learning environment.
Specific training should then be provided by the special education teacher. “On-the-job coaching ”with feedback and ongoing training
is the best approach to teaching adults (Giangreco et al., 1997; Giangreco & Doyle, 2003; Trautman, 2004; Wadsworth & Knight,
1996, p. 168). Paraprofessionals should also receive training, both general and student-specific to the needs of the students they will
be working with (Freschi, 1999; Giangreco & Doyle, 2003; Giangreco et al., 2001). This may include (Giangreco & Doyle, 2003, p.195):
 learning about students specific cues
 student’s communication skills
 educational goals
 specific equipment, and support needs, and
 effective learning and behavioral strategies
A training schedule should be established for not only the paraprofessional, but also for teachers and even the student when
necessary (Freschi, 1999). Freschi (1999) warns that without proper training, problems are bound to arise. Training opportunities can
occur by increasing the paraprofessional’s work day, providing coverage for the paraprofessional during the work day and/or by
establishing a similar lunch/work time for the paraprofessional and teacher (Trautman, 2004).
The Paraprofessional’s Responsibilities (page 11) can be used to identify specific training needed to assist the paraprofessional in
skillfully fulfilling their job roles. Teams identify paraprofessional responsibilities and then determine what training opportunities
need to be made available. Teams are encouraged to determine a timeline for training opportunities and prioritize what training
opportunities should occur first.
Establishing a Schedule for Collaboration and Feedback:
“When teachers provide consistent, positive supervision to para-educators, it facilitates appropriate, effective instruction” (Carnahan,
Williamson, Clarke & Sorenson, 2009, p.42).
Effective communication involves (Carnahan et al., 2009, p.36):
 the utilization of written protocols that provide paraprofessional with what
needs to be accomplished to meet team goals
 examples and non-examples of what is expected
 modeling and coaching opportunities,
 frequent checks of understanding and concrete feedback
Giangreco and Doyle (2003) encourage educational staff to initiate opportunities to `provide feedback to paraprofessionals in both
formal and information situations. This not only provides ongoing communications between team members, but also allows teams to
problem solve and monitor student progress (Trautman, 2004). Special educators are responsible for supervising paraprofessionals
assigned to their programs and/or to the students on their caseload informally (Giangreco & Doyle, 2003) while administrators are
likely to conduct their formal evaluations. To promote ongoing program development, Giangreco and Doyle (2003) recommend that
teams create a schedule that provides opportunities for special educators to provide constructive and ongoing feedback throughout
the year (Trautman, 2004). This schedule should be established early on and provide opportunities for both informal and formal
communication. Establishing and communicating the “chain of command” should be discussed early on (Giangreco & Doyle, 2003).
Page 9 of 17
When supervising paraprofessionals, key competency areas to evaluate include (Carnahan et al., 2009, p. 41). implementing specific
teaching strategies
 reinforcing/redirecting student behavior
 preparing and using data collection materials
 maintaining and organizing teaching environment, and
 implementing each step of the teaching plan
By setting time each week to address these key areas, paraprofessionals will be provided with the support they need to perform their
job and problem-solving will occur (Carnahan et al., 2009, p. 41).
Documenting Paraprofessional Supports in the student’s IEP:
1.
The IEP team will document on the student’s IEP under “Supplementary Aids and services- Other Supports,
accommodations, and Modifications.” Teams should be specific regarding what the paraprofessional is needed for, when
this support will be provided, and where the supports are needed.
If paraprofessional supports will be provided to a program/class as opposed a specific student, this also may be noted on
the “Supplementary Aids and Services- Other Supports, Accommodations, and Modifications” section of the IEP as a
support for the teacher.
2.
If it is determined that a student needs paraprofessional support in a specific curricular, social, emotional area, an IEP
goal should be written to support that need as well. If the paraprofessional is required because of health or personal
care needs, an IEP goal is not required.
3.
If a paraprofessional is required because of behavioral needs of the student, a Positive Behavior Support Plan should
also be in place and noted in the “Supplementary Aids and Services-Add Supports and Modifications to the
Environment”.
4.
In the “Anticipated Needs” section of the student’s IEP, document the need for a Stepping Down Plan. This plan will
address the monitoring of paraprofessional supports and the plan for increasing student independence fading
paraprofessional assistance.
Page 10 of 17
The Paraprofessional’s Responsibilities ;
Directions: As a team, rank the paraprofessional’s responsibilities, and check the items that require training.
Non-instructional
Responsibility
Perform clerical and
organizational-tasks
(e.g. attendance,
lunch count)
Monitor students in
the hallway, on the
playground, and at
the bus stop
Supervise students
during meals and
snacks
Operate audiovisual
equipment in the
classroom
Provide specific
personal care for
students (e.g.
restroom use,
repositioning)
Additional task:
Training
Priority
Instructional
Responsibility
Assist with classroom
management by
implementing classroom
rules
Implement teacher
designed instruction with
individual students, small
groups, and large
Tutor individual students
Contribute ideas and
suggestions related to
instruction
Participate in team
meetings
Additional task:
Additional task:
Additional task:
Additional task:
Additional task:
Other duties as
assigned by teacher.
Additional task:
Page 11 of 17
Training
Priority
The Paraprofessional’s Daily Schedule:
Directions: The general educator, the special educator, and the paraprofessional need to work together to
develop the paraprofessional’s daily schedule. This schedule should reflect the paraprofessional’s duties that are
related to supporting the general environment, as well as individual students.
Time
Typical class or activity
Page 12 of 17
Paraprofessional’s typical responsibilities
Re-Evaluating and Fading Paraprofessional Supports
Fading Existing Supports
Freschi (1999) encourages teams to set a timeline and establish criteria for when supports will be faded. Paraprofessional
supports should always be considered temporary (Giangreco, 2010). All team members, including parents, school staff and
the student, should have input into the creation of a fading plan (Giangreco, 2010). Techniques to Promote Independence
and Fading Support (page 17) is available to assist with fading strategies. Classroom Routine (Appendix A) is completed
during the initial phase and should also serve as the foundation for fading paraprofessional supports.
How to Formulate a Stepping Down Plan
It is common practice in the area of special education that a student is assigned a Para-educator for consecutive years
without reconsideration for the need for service. Seldom is there a re-evaluation of the allocation of time that the Paraeducator is assigned to a student. From one year to the next, a student may make considerable progress academically and
emotionally. Natural development may promote maturity in areas of self-control, attention and concentration, social skills,
and common-sense judgment. Since the inception of the Para-educator as a helpful assistant, there may have been some
form of medical intervention, e.g. medication. Such factors may mitigate the original reasons for the Para-educator
recommendation. Certainly, chronological age, development, and transition to the next level of education are reasons to
reconsider an evaluation for a Para-educator. This re-evaluation is especially critical for transition years to middle and high
school programs if the student continues to have a Para-educator with him/her.
The Stepping Down Plan is implemented when a student already has a Para-educator. When considering the
implementation of the Stepping Down Plan there is a question regarding whether the student continues to need the Paraeducator.
PARA-EDUCATOR RE-EVALUATION
When this question emerges it typically means that the case manager, in collaboration with the teachers, believes that the
assignment of the Para-educator, who may have been with the student for some time, needs to be revisited and reevaluated by a group of professionals.
Possible Outcomes
There are three possible outcomes at the conclusion of re-evaluation.
1. The student may continue to require Para-educator on a full-time basis.
2. The student may need the Para-educator on a part-time basis.
3. The student may not require a Para-educator at all.







Students who already have a para-educator assigned to them have this provision guaranteed through the IEP
process.
Consideration for a re-evaluation of this service is a rather delicate issue for the IEP team, including the
parents, to grapple with, given the fact the para-educator is part of the educational plan.
A first step in the process when considering re-evaluation and possible reduction of services is for the TEAM
LEADER to inform parents that the staff wishes to explore whether the same level of “need” exists from the
original date of installment of the Para-educator.
Questions relevant to whether the student requires the same arrangement with the para-educator usually
creates “worrisome” thoughts for parents.
The team leader is mindful that the parents feel comfortable with the support model and believe the Paraeducator is essential to the student’s academic and social success.
The dialogue with the parents includes reasons for the re-evaluation at this point in time, and the possible
intervention options that may result from the data collection (full-time, part-time, or no Para-educator).
It must be stressed, however, that if the data concludes a modification of the arrangement is necessary, the
team leader tells the parents that a Stepping Down Plan (page 14) is carefully crafted to be a slow, prudent,
and a reasonable process of implementation.
Page 13 of 17
The Stepping Down Plan:
Step 1: Document the student’s name, grade, observation dates, and case manager’s name.
Step 2: Complete the Reason for Re-Evaluation. This section delineates the reasons for the observation
process. The specific reasons may include that over time the student was working effectively in the classroom
setting. The team leader includes comments that reflect that a level of independence was observed by teachers
over a period of time. Also, it is very important to verify this level of independence with tangible evidence of
performance, e.g., test grades or accuracy on activity sheets.
Step 3: Complete the Summary of Observations. The summary contains a description of the results from the
data that was collected across settings. This summary is a brief overview of the results and reflects the basic
reasons for the decision to create Stepping Down Plan. It does not replace the narrative report. The summary
also contains clearly defined reasons for the method of withdrawal of the Para-educator.
Step 4: Agreement and Non-agreement: If there is a non-agreement for reduction of services, then the team
leader indicates to parents that the observation team has recommended a reduction of Para-educator services.
The team leader briefly reviews the steps that were offered to reduce the Para-educator’s time and the
reasons for the decision. The team leader concludes the meeting, and offers the parents an opportunity for
further discussions outside the realm of this process to perhaps mediate a reasonable compromise.
When there is consensus for agreement, the team leader proceeds with the participants
into the next phase of the Stepping Down Plan. This part of the meeting is to develop the
formal Stepping Down Plan-Schedule of Withdrawal of the Para-educator.
This withdrawal procedure is crafted in two phases.
Step 5: Rating Classroom Performance-With the completion of this summary, the participants review the
student’s grades from the previous report cards.
Step 6: Completion of Schedule-with the summary, the team leader begins to place the duration of time, e.g.,
15 minutes of leaving the classroom, a start date, and the school time.
Step 7: Signature Phase-With the Withdrawal Schedule complete, the participants agree upon a date to begin,
and sign the agreement.
Step 8: IEP Provision-The Stepping Down Plan with the schedule is attached to the student’s IEP, and
distributed to all staff members who have responsibility for the student.
Page 14 of 17
Stepping Down Plan:
Student’s Name:
Grade:
Observation Dates:
Case Manager:
Summary of Observations:
Academic Status (report grades or description of ungraded):
Areas of high levels of Independence: (Please rate 1=low score, 5=high score)
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Reading
Math
Language Arts
English
Social Studies
Science
Nonacademic
Recreational
Comments:
Page 15 of 17
Stepping Down Plan:
Phase Time (mins.)
Duration
Start Date
10
1
15
20
30
35
2
45
Strategies for increasing independence:
Agreement was reached on:
Case Manager Signature______________________________________
Parent(s) Signature__________________________________________
Page 16 of 17
School Time
Techniques to Promote Independence and Fading Support:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
s)
t)
u)
Watch before assisting. Can the student ask for help from teacher or peer?
Can the student problem solve on his/her own?
Have high expectations for what the student understands or can do independently.
Provide consistent classroom schedule (posted, visual, at desk if needed, reinforcement periods
included. Teach student how to use it.
Start with the least intrusive prompts to get student to respond:
Prompt, then back away to allow independent time.
Use strengths and weaknesses, like and dislikes
Model: guide (watch and assist); check (leave and check back)
Teach independence skills (raising hand, asking for help, modeling other students)
Encourage age appropriate work habits. See what other students are doing
Be aware of proximity. Sit with the student only when necessary
Encourage peer assistance and partnering. Teach peers how to help, but not enable
Utilize self-monitoring checklists for students
Color code materials to assist with organization
Use transition objects to help student anticipate/complete transition (i.e., head phones for listening
center)
Break big tasks into steps
Use backward chaining (i.e., leave the last portion of a cutting task for the student, then gradually
lengthen the task)
Assist in encouraging a means for independent communication (i.e., PECS)
Provide positive feedback (be specific to the situation)
Ask facilitative questions (“What comes next?” “What are other students doing?” “What does the
schedule say?” “What did the teacher say?”)
Give choices
Page 17 of 17